‘Healthy skepticism’ bill appears to be ailing [Intelligent Design in Missouri]

Kansas City Star ^ | 02 April 2006 | KIT WAGAR and TIM HOOVER

[PatrickHenry]

A new tack for trying to introduce supernatural explanations for the origin of life into Missouri’s public school science classes appears dead this year.

Legislation backed by conservative Christian groups sought to discredit the theory of evolution by requiring instructors to spend at least half their time pointing out perceived flaws in the theory.

Called the Missouri Science Education Act, HB 1266 would require science instructors in sixth through 12th grades to promote “healthy skepticism” about any theory of biological origins. State assessment tests would be required to include a section on such criticisms and alternate explanations about the origins of life.

The bill, sponsored by Republican Rep. Wayne Cooper of Camdenton, was approved by the House Education Committee last month.

The committee’s chairwoman, Jane Cunningham, a St. Louis County Republican, cast the deciding vote in favor of the bill.

But each committee has a limited number of bills that it can move to the House floor. Cunningham said she simply doesn’t have room for Cooper’s bill.

“The bill had a very positive hearing,” Cunningham said. “I think that’s because it’s a different bill than has been introduced before, so it’s not as controversial. It basically says to teach theory as theory and fact as fact.”

Cunningham’s description understates the controversy surrounding the bill. The Education Committee approved the bill 7-6. The bill was opposed by a wide range of teacher groups and school organizations, and several faith-based groups.

Otto Fajen, chief lobbyist for the Missouri affiliate of the National Education Association, said the bill’s intention is to water down science education, which bodes ill for the nation’s economic future.

“We need to be doing our utmost to increase science literacy so our kids can compete,” Fajen said.

Cooper said the measure would improve the discussion of science by fostering open inquiry.

[Omitted a few paragraphs at the end about immigration proposals.]

[WKB]

This sentence, while seemingly impervious to English translation, seems to be repeating the same old canard about evolution being *just a theory* and therefore not like all the rest of science, which is *verified*.



SO?

[editor-surveyor]

"we'll all be having to learn at least a passing amount of Chinese if we're ever going to compete at this rate."

Compete at failure? Why would any sane person wish to compete at promoting error and failure? Learn all the chinese you want; remember their failed missle launches in the nineties? That was until the illiterate creationists taught them US merving technology. (Thanks Bill)

[CarolinaGuitarman]

"This sentence, while seemingly impervious to English translation, seems to be repeating the same old canard about evolution being *just a theory* and therefore not like all the rest of science, which is *verified*."(CG)



"SO?"(WKB)"

---

It's not true. That's why I called it a canard.

[Dimensio]

The problem is that it implies a false level of uncertainty regarding evolution. It is an attempt to use misleading semantics to cast doubt upon evolution, when in fact there is no more doubt with respect to evolution than there is for the rest of science.

[Dimensio]

Nothing has 'watered down' science as much as pushing the statistically devastated philosophy of evolution as 'science.'

You will forgive me if I am skeptical of your claim. I find it difficult to trust the scientific credibility of an individual who claims that insulin is a "dangerous drug" and suggests that diabetics would be better off without it.

[demoRat watcher]

Nothing has "watered down" science as much as "group think" within the "scientific community". True scientists have kept quiet in the whole debate out of fear of losing grant funds, because they don't recognize the dangers of undereducating the school-age population or out of fear of losing their jobs.

Scientific debate and quantitative analyses of natural phenomena has been effectively squelched by those who cling religiously to their beliefs in certain aspects of evolution, global warming, and natural selection.

---

Here is a great example of a BS degree that University of Texas grants--Bachelor of Science in Human Development and Family Sciences). These so-called "scientists" are graduating with only one semester of Calculus, 2 semesters of Biology or Chemistry and no Physics classes under their belts. Instead they attend Human Development Classes:

Human Development and Family Sciences: HDF
Lower-Division Courses

304. Family Relationships.
Same as Women's and Gender Studies 301 (Topic 4: Family Relationships). The process of family interaction over the life cycle. Application of research findings to the understanding of relationships. Only one of the following may be counted: Child Development 304, Human Development and Family Sciences 304, Women's Studies 301 (Topic 4: Family Relationships).

312. Family Resource Management.
Management concepts and theory in resource allocation used to meet family and life demands. Only one of the following may be counted: Human Development and Family Sciences 312, 321, Human Ecology 321. Prerequisite: Human Development and Family Sciences 304 (or Child Development 304).

313. Child Development.
Same as Women's and Gender Studies 301 (Topic 5: Child Development). Motor, language, cognitive, social, and emotional development in the family context. Only one of the following may be counted: Child Development 313, Human Development and Family Sciences 313, Women's Studies 301 (Topic 5: Child Development). Prerequisite: Psychology 301 and concurrent enrollment in Human Development and Family Sciences 113L (or credit for Child Development 113L).

113L. Child Development Laboratory.
Students observe children at the University Child and Family Laboratory and relate their observations to the issues discussed in Human Development and Family Sciences 313. One and one-half laboratory hours a week for one semester. Child Development 113L and Human Development and Family Sciences 113L may not both be counted. Prerequisite: Psychology 301 and concurrent enrollment in Human Development and Family Sciences 313 (or credit for Child Development 313).

315K. Field Experience I.
Fieldwork. Prerequisite: Six semester hours of coursework in human development and family sciences (or child development) and approval of written proposal by instructor and adviser.

119S, 219S, 319S, 419S, 519S, 619S, 719S, 819S, 919S. Topics in Human Development and Family Sciences.
This course is used to record credit the student earns while enrolled at another institution in a program administered by the University's Center for Global Educational Opportunities. Credit is recorded as assigned by the study abroad adviser in the Department of Human Ecology. University credit is awarded for work in an exchange program; it may be counted as coursework taken in residence. Transfer credit is awarded for work in an affiliated studies program. May be repeated for credit when the topics vary.
Upper-Division Courses

321. Principles of Resource Allocation.
Principles and methods for identification, analysis, and evaluation of economic and human resource management tools for individuals and families. Only one of the following may be counted: Human Development and Family Sciences 312, 321, Human Ecology 321. Prerequisite: Upper-division standing.

322. Personal and Family Finance.
Overview from the individual and family perspectives of financial planning tools, cash management, consumer credit, basic tax preparation, and insurance selection. Includes application of knowledge to hypothetical situations and case studies. Human Development and Family Sciences 322 and Human Ecology 322 may not both be counted. Prerequisite: Upper-division standing.

129S, 229S, 329S, 429S, 529S, 629S, 729S, 829S, 929S. Topics in Human Development and Family Sciences.
This course is used to record credit the student earns while enrolled at another institution in a program administered by the University's Center for Global Educational Opportunities. Credit is recorded as assigned by the study abroad adviser in the Department of Human Ecology. University credit is awarded for work in an exchange program; it may be counted as coursework taken in residence. Transfer credit is awarded for work in an affiliated studies program. May be repeated for credit when the topics vary.

333L. Research Methods in Human Development and Family Sciences.
Survey of research methods, including observational and experimental techniques. Three lecture hours a week for one semester, with variable laboratory observation hours to be arranged. Prerequisite: Human Development and Family Sciences 304, 312, 313, and 113L; and credit or registration for Psychology 418, Educational Psychology 371, or an equivalent statistics course.

335. Adult Development.
Adulthood and the development, changes, and maturation that occurs, including the impact of relationships in adulthood. Prerequisite: Upper-division standing and Human Development and Family Sciences 313 and 113L.

337. Personal Relationships.
The process by which a variety of intimate relationships are formed, maintained, and dissolved, as well as gender issues in communication and conflict, sexual aspects of relationships, division of labor, and the involvement of partners with their social networks. Child Development 337 and Human Development and Family Sciences 337 may not both be counted. Prerequisite: Human Development and Family Sciences 304.

338. Developmentally Appropriate Practices with Young Children.
Developmentally appropriate practices, the importance of play, arranging environments, material selection, and a basic understanding about centers and activities for young children. Three lecture hours a week for one semester, with an additional three to six hours of fieldwork sometime during the semester. Human Development and Family Sciences 338 and 348 (Topic 1: Art and Science) may not both be counted. Prerequisite: Upper-division standing; and Human Development and Family Sciences 313 and 113L, or Psychology 304.

339. Working with Children and Families.
The history, background, and various theoretical approaches of early childhood education; methods of assessments, planning for individuals and groups, and working with families and parents in various settings. Three lecture hours a week for one semester, with an additional 3 to 6 hours of fieldwork sometime during the semester. Human Development and Family Sciences 339 and 348 (Topic 2: Music and Literature) may not both be counted. Prerequisite: Upper-division standing and Human Development and Family Sciences 304, 313, and 113L.

345. Peer Relationships.
Children's peer relationships from toddlerhood to adolescence. Human Development and Family Sciences 345 and 378K (Topic: Peer Relationships) may not both be counted. Prerequisite: Upper-division standing; and Human Development and Family Sciences 313 and 113L, or Psychology 304.

347. Socioeconomic Problems of the Family.
An analysis of socioeconomic factors affecting the economic well-being of families and individuals. Human Development and Family Sciences 347 and Human Ecology 347 may not both be counted. Prerequisite: Upper-division standing and three semester hours of coursework in economics.

348. Development of the Young Child through Creative Activities.
Principles of selection and use of art, music, literature, and play equipment. May be repeated for credit when the topics vary. Child Development 348 and Human Development and Family Sciences 348 may not both be counted. Prerequisite: Human Development and Family Sciences 313 and 113L (or Child Development 313 and 113L).

351. Infant Development and Attachment Relationships.
The development of emerging social language and cognitive capacities during infancy and toddlerhood and the development and consequences in infant-caregiver attachment security. Only one of the following may be counted: Child Development 378K (Topic: Infant Development and Attachment Relationships), Human Development and Family Sciences 351, 378K (Topic 7: Social Development and Attachment Relationships). Prerequisite: Human Development and Family Sciences 313 and 113L, or Psychology 304.

[CarolinaGuitarman]

"Here is a great example of a BS degree that University of Texas grants--Bachelor of Science in Human Development and Family Sciences)"

You've culled a sociology degree, not a hard science. Why didn't you look at a real science degree offered at UT, like Bachelor of Science in Biology (Option IV: Microbiology).

http://www.biosci.utexas.edu/bsac/PDF/04-06/mi0406.pdf

Oh, because it would have gone against your rant.

[Mushinronshasan]

48

[WKB]

, when in fact there is no more doubt with respect to evolution than there is for the rest of science.




So what you are saying is there are
doubts about the theory of evolution??

[WKB]

It's not true. That's why I called it a canard.



I thought that would be called a lie.

[CarolinaGuitarman]

"I thought that would be called a lie."


Ok, I won't argue with that.

[WKB]

Ok, I won't argue with that.



Oh please do.
It's no fun if you don't argue

[shuckmaster]

perhaps they think that the majority of their constituency is composed of scientifically illiterate boobs.

...and propose legislation to keep them that way!

[CarolinaGuitarman]

"Oh please do.
It's no fun if you don't argue"

Then I'll agree. :)

[balrog666]

You will forgive me if I am skeptical of your claim. I find it difficult to trust the scientific credibility of an individual who claims that insulin is a "dangerous drug" and suggests that diabetics would be better off without it.

Nobody is more dangerous than an idiot with a "cause".

[balrog666]

...and propose legislation to keep them that way!

The idealists keep thinking that maybe it only looks that way.

[WKB]

scientifically illiterate boobs.




Is that the new name for evos?

[CarolinaGuitarman]

"Is that the new name for evos?"

No, it's an old name for a certain kind of anti-evo. :)

[WKB]

Some boobs are ok
and some are not.

[CarolinaGuitarman]

"Some boobs are ok
and some are not."

Depends on whose boobs we are talking about. :)